Identifying opportunities for further review is the difference between playing Blooket for fun and actually using it to improve your teaching. I used to run games, see the winners, move on. Never looked deeper. Then I realized I was missing chances to help struggling students.
Now I mine every report for review opportunities. It takes five minutes. Changes my entire week of instruction.
Starting with Class-Wide Weak Spots
Open your Blooket report. Skip past individual students for now. Look at the question analysis view first.
This shows you how the entire class performed on each question. Percentage correct. Most common wrong answers. Class average per question.
Scan for questions where less than 60% of students answered correctly. Those are your review targets.
Not one student’s problem. Not a few students’ problems. The whole class struggled. That means you need to reteach this concept.
I circle these questions in my notes. Tomorrow’s warm-up addresses them directly. “Yesterday many of us struggled with questions about limiting reactants. Let’s break that down together.”
Understanding Why Students Missed Questions
Don’t just identify that students missed question 7. Figure out why they missed it.
Click into the detailed view. Look at wrong answer distribution.
Scenario one: Wrong answers spread evenly across all choices. Students are completely confused about the concept. They’re guessing randomly.
Solution: Full reteach. Start from scratch. They have no foundation.
Scenario two: 70% of wrong answers cluster on one specific choice. Students have a misconception or confusion about one detail.
Solution: Targeted mini-lesson. Address the specific confusion. “Many of you chose B instead of C. Let’s talk about why photosynthesis produces oxygen, not consumes it.”
Scenario three: High performers chose one wrong answer. Lower performers scattered. Top students made the same specific mistake. The question might be tricky or poorly worded.
Solution: Review the question itself. Might need to clarify wording for next time. Then address why top students fell for it.
Different problems need different solutions. Reports tell you which solution fits.
Spotting Vocabulary Gaps
Look at questions students missed. Read the question text. What vocabulary appears?
Students bombing questions about “osmosis” but facing questions about “water movement across membranes” when they’re the same concept?
That’s a vocabulary problem, not a concept problem. They understand the idea but don’t know the term.
Tomorrow’s review focuses on vocabulary explicitly. “Osmosis is just water movement across membranes. Same thing you already understand. Let’s practice using the scientific term.”
I keep a running list of vocabulary that trips students up. Three or four Blooket sessions reveal patterns. Then I front-load those terms into the next unit.
Identifying Multi-Step Reasoning Gaps
Some questions require multiple steps. Read a scenario. Apply a concept. Calculate something. Choose the answer.
Students who get single-step questions right but miss multi-step questions have reasoning gaps, not content gaps.
They know individual concepts. They struggle connecting them.
Review strategy: Practice multi-step thinking explicitly. Walk through the process. “First we identify what’s given. Then we choose the right formula. Then we calculate. Then we check for reasonableness.”
Teach the thinking process not just the content. Reports show you when students need this.
Finding Timing-Related Struggles
Some students miss questions because they ran out of time. Reading the report shows time spent per question.
Student took 2 seconds on question 5 and got it wrong? They guessed because of time pressure.
Student took 90 seconds on question 8 and still got it wrong? They struggled but time wasn’t the issue. Content was.
For time-pressure mistakes: Consider game modes with less speed emphasis. Gold Quest over Racing. Or explicitly teach time management strategies.
For slow-and-wrong mistakes: They need content review. Speed isn’t helping or hurting. Understanding is the issue.
Comparing Homework to Live Game Performance
Pull up homework results alongside live game reports on the same content. Compare student scores.
Students who bomb live games but ace homework need less time pressure. They know content but can’t perform under competition stress.
Review opportunity: Give these students practice with timed conditions gradually. Build tolerance for pressure.
Students who ace live games but bomb homework might be getting help during competition or getting distracted at home.
Review opportunity: Check in about their homework environment. Do they have quiet space? Are they actually doing it themselves?
Tracking Individual Student Patterns
Look at one student across multiple reports over multiple weeks. Patterns emerge.
Does the student consistently miss questions about specific topics? That’s their gap. Address it in a small group or one-on-one.
Student scores drop every Friday? They’re mentally checked out heading into the weekend. Adjust your Friday activities.
Student scores highest on first 5 questions then drops? Attention span issue. Break activities into shorter chunks.
I keep a spreadsheet tracking the top three struggling topics per student based on Blooket data. Drives my intervention groups.
Using Question Categories
If you organized your question set with tags or categories, reports might show performance by category.
“Cell Structure” questions show 85% average. “Cell Function” questions show 55% average.
That’s your review opportunity right there. Students can identify parts of a cell but don’t understand what those parts do.
Tomorrow’s lesson focuses on function over structure. Build on what they know toward what they don’t.
Identifying Teachable Moments
Sometimes reports show almost-correct thinking. Students chose answers that’s partially right or shows they’re close to understanding.
Question: “What’s the powerhouse of the cell?”
Correct answer: Mitochondria
Common wrong answer: Nucleus
Students choosing nucleus know we’re talking about cell organelles. They just mixed up which one does what.
Review opportunity: “Many of you chose nucleus. That’s another important organelle. Let’s clarify what each organelle does specifically.”
Build on partial understanding. Don’t treat it as a complete failure.
Spotting Content Sequencing Problems
Three different questions on related concepts. Students got question 1 right, question 2 wrong, question 3 right.
Check if question 2 required understanding from both question 1 and question 3 combined. If so, that’s a sequencing issue.
You taught step 1. You taught step 3. You forgot to explicitly teach step 2 or how they connect.
Review opportunity: Fill the gap. “We covered photosynthesis inputs and outputs. Today let’s talk about what happens in between.”
Reports reveal holes in your curriculum sequence.
Using Demographic Data Responsibly
Some reports might show performance patterns across groups. Handle this carefully and professionally.
One class period scores way lower than another on the same content? Different teaching conditions exist between periods. Adjust.
Students in the back of the room score lower? Visibility or distraction issues. Rearrange seating.
Don’t make assumptions. Use data to investigate, not to label students.
Creating Targeted Review Sessions
After identifying review opportunities, act on them. Don’t just make mental notes.
Strategy one: Dedicated review game. Create a question set focusing only on the concepts students missed. Run it as homework or next class session.
Strategy two: Station rotation. Set up stations targeting different weak spots. Students rotate through based on which concepts they personally missed.
Strategy three: Peer teaching. Students who mastered a concept teach students who didn’t. Reinforces learning for both.
Strategy four: Reteach differently. Did the original lesson use a lecture? Try hands-on. Used video? Try discussion. Change the approach.
Timing Your Reviews
When should you address review opportunities? Depends on the gap size.
The whole class missed a concept: Address it tomorrow. Immediately. Don’t move forward until you fix it.
Half the class missed it: Address it in 2-3 days. Create small groups for intervention while others work on enrichment.
Few students missed it: Address within a week. Individual or small group check-ins during independent work time.
One student missed it: Address within two weeks. One-on-one conversation during office hours or planning period.
Bigger gaps need faster responses. Download the report and prioritize by severity.
Building a Review Calendar
I keep a calendar tracking what concepts need review and when I addressed them.
“Week 3: 65% struggled with balancing equations. Reviewed on Thursday with hands-on activity.”
Shows patterns over the semester. Do students always struggle with certain concepts? Probably need to change how you introduce them initially.
Also creates documentation for administrators. “Here’s how I use data to drive instruction. Here’s evidence of responsive teaching.”
Avoiding Review Fatigue
Don’t turn every class into a review just because reports show gaps. Balance new content with review.
Rule of thumb: If the whole class bombed it, take a full period to review. If half struggle, spend 15 minutes. If a few students missed it, handle it individually.
Keep moving forward while addressing gaps strategically. Don’t let review paralyze progress.
Communicating Review Plans to Students
Tell students why you’re reviewing. “Our Blooket data showed many of us need more practice with X. Today’s focus is exactly that.”
Students appreciate transparency. They recognize you’re responsive to their needs, not randomly repeating content.
Creates buy-in. They understand review serves a purpose.
FAQs
Q: How many review opportunities should I act on per week?
A: As many as necessary but prioritize. The top three most common gaps get attention. Rest get parked for later.
Q: What if students missed everything?
A: Your assessment was too hard or your teaching was completely missed. Start over. Different approach. Slower pace.
Q: Should I review during class or assign it as homework?
A: Depends on severity. Major gaps need class time. Minor gaps can be homework.
Q: How do I know if the review worked?
A: Run another Blooket game on the same content. Compare reports. Scores should improve.
Identifying opportunities for further review turns Blooket from a game platform into a diagnostic teaching tool that shows you exactly what to teach next.
